Sept 26 Exit Slip

 During today’s lesson, we collected bulrushes and learned how to make rope using natural resources. This activity was an ancient technique and connected us to the technologies of our ancestors. I found myself struggling to engage with the activities and often zoned out during discussions. This may have been influenced by lingering symptoms from a recent cold, which left me feeling tired and unwell. Overall, this day left me wondering how to cater to students who, like me, may disengage from lessons from time to time. 

It is important to recognize that students may not always be eager to participate in class due to various personal factors. Fatigue, illness, or external stressors like family issues or academic pressure can greatly affect a student’s ability to focus and engage. In my case, I felt disconnected from the activities, which made it harder to relate to the lesson or contribute to discussions. As an educator, I need to be aware of these fluctuations and understand that they can stem from many underlying issues. Creating a supportive environment where students feel comfortable sharing their struggles could help foster a more inclusive atmosphere. Ultimately, I want to consider strategies for connecting with students who may feel similarly unmotivated. This may include incorporating more varied teaching methods to cater to different learning styles, offering flexibility in assignments, or simply checking in with students to understand their needs. By recognizing the complexities of student engagement, I can better support my future classes in navigating their challenges and promoting a more engaging learning experience.

Sept 26: Entrance Slip

I only encountered one stop while reading this week’s article on Common Threads. There is a small text box on the last page which outlines the values of stepping out of a consumer lifestyle given today’s day and age. As an individual who was raised and is constantly surrounded by conditions of consumerism, it is easy to relate to the loop of wanting, getting, being disappointed, and looking for the next thing, as the text outlines. Consequently, there are few moments when your mind is not craving for consumption, whether that be food, items, information, or entertainment. As consumerism becomes more prominent in today's society, this evokes questions about how one may limit these cravings in a classroom environment so that students may find a break from this cycle. Furthermore, I wonder if the recent ban on cell phones aids students in stepping out of this consumer lifestyle. 

After viewing the videos on ropes and various braiding techniques, I was surprised to learn how simple the process was. This challenged my preconceived biases that braiding, rope making and yarn plying involved intensive labour and mastery to achieve. I was also intrigued to learn more about the discovery of rope and its contributions to innovation in civilization. As mentioned in the video, there was evidence of rope in clay dating back 35,000 years. Thus, I wonder how durable and complex their rope structures were. Moreover, do we still use the same methods today?

Sept 19: Exit Slip

During our class on the 19th, we attempted to match paint swatches to different elements of nature. While we were supposed to explore near our sit spots, I found myself venturing away. This activity tested my tendencies to strive for perfection. I was often frustrated when the colour picked would fail to match the elements in the garden. To tackle this issue, I found it beneficial to move to different colours instead of being fixated on finding one. Ultimately, I was able to match three colours to various natural objects. This activity left me with questions on how this activity would work for individuals with disabilities, such as colour blindness. Furthermore, I wondered how this related to teaching math in a classroom.

The lessons of perfectionism may relate to how students often do activities within classrooms. For example, students tend to finish one question before moving on to the next task despite being stuck and frustrated. This is also common in test-taking. Thus, this activity allows them to reflect on their perfection tendencies and develop strategies for tackling abstract tasks. During our class discussion, Maddison also mentioned a Western need to quantify elements of nature. This was a concept I had never realized. Consequently, it inspires me to research ways to integrate other perspectives of analyzing nature, such as qualitatively. 

Sept 19: Entrance Slip

My high school's local park

 Working and learning in a garden is not a new concept for me. During high school, many of my teachers supported moving class outside or taking walks around the school or to the local park as brain breaks. Therefore, it is a norm that I wish to incorporate into my teaching. In a garden, I would urge against using technology to do work. Instead, I would provide portable whiteboards, blackboards, paper and clipboards so that students could truly disconnect from harsh screens and the distractions that come with devices. My goal is to enhance the greater-than-human experience by limiting their technology use. Since gardens lack individual tables and desks, students can roam around and socialize more frequently. As a result, it is easier for them to do collaborative tasks and hands-on activities, cultivating their creative and communication competencies. It may also promote more class discussions. Lastly, the garden highlights the interdisciplinary nature of the world. Hence, I may use the garden to generate real-world applications of the material, making it more engaging and relevant for the students. Students also become more aware of their social responsibilities. Overall, teaching in a garden builds core competencies while providing a refreshing environment for students.

While the garden may promote physical and mental health, there are also many disadvantages. These difficulties were highlighted after spending the last two weeks in a garden. First, a large demographic is allergic to various aspects of a garden (grass, pollen, bugs, bees, etc.). After spending several hours there, I noticed I experienced dry eyes and itchiness. Thus, when teaching in a garden, I must be aware that some may not benefit from being outside due to the uncomfort or allergic symptoms they feel. Secondly, depending on the garden, there may not be proper resources for seating and writing. That is, a garden may lack enough chairs and tables. To work around this, I need to provide alternatives and additional resources so that students do not become demotivated. Lastly, the weather is very unpredictable, especially in the lower mainland. To work around this, I may need to use portable shelters and advise kids to bring proper attire so they do not fall sick. In some weather cases, working in a garden may not be appropriate.

Sept 12 Exit Slip

During the first half of the lesson, our class broke out individually to draw man-made and natural objects. Upon hearing the instructions, I was particularly excited to draw human-made items like the shed, small vegetable signs, and the bench. I felt more confident about these items because I have had more practice drawing similar objects over the years. The straight lines and angles of 90, 60, 45, and 30 degrees in man-made objects allowed me to be more precise, which likely satisfied my tendency toward perfectionism. On the other hand, I found it extremely challenging to draw living things, such as plants and people. Before this activity, I judged myself to be a poor drawer, and this experience appeared to reinforce that belief. My frustration even led me to try tracing a leaf to make it look more realistic. Overall, this exercise highlighted how my own high expectations and social conditioning can limit my ability to enjoy creative activities even when they are at lower stakes. As a teacher, I desire to create an environment where students can reflect on and possibly unlearn some of their personal expectations and judgements. I want them to embrace tasks they may not be accustomed to so that they find joy in the creative process.

During the second half of our class, I immensely enjoyed hearing the stories of Susan's career and the types of students she has had to deal with. It was insightful to learn about how she tackled difficult situations and makes me reflect on how I may react given the issue. As teachers, we should keep in mind that numerous resources and experienced individuals are available to help us when we encounter challenging situations. I hope to hear more stories in the future!

Sept 12 Entrance Slip: Grant and Zeichner on becoming a reflective teacher

Grant and Zeichner’s article on becoming a reflective teacher highlights some of the importance of becoming a reflective teacher. They urge teachers to examine their practices so that they may cater to diverse classrooms and become more meaningful in their practice. This article spoke to me as a teacher candidate as it raised questions about how to address being in a classroom with diverse backgrounds while being aware that the choices I make as a teacher may affect the biases of the students. Particularly, I was intrigued when the authors mentioned: “Teachers can encourage ethnocentric attitudes as well as teach an unrealistic view of the world.” Initially, I thought learning about different beliefs and communities only occurred in a history or social studies classroom. However, as I further my reflection, I recognize that it is also my duty as a math teacher to reflect on the content I present and its possible Eurocentric biases and origins. 

Since the article is from the mid-1980s, one thing it fails to take into consideration is the immense technological advancement and tools available for teachers during the present day. For example, digital recording, spreadsheets and documents have made it easier for the teacher to record their teaching techniques, measure the impacts of the different methods they use, and receive student feedback. As a result, modern technology has made reflection more manageable and time-efficient. 

Overall, the article reminds me to practice self-awareness in the classroom. By examining my practices and questioning the intentions of my norms, I may better understand the potential biases I bring into a class and improve my teaching techniques. I wonder how that will be practical and sustainable to do at a constant rate. What systems or tools can be implemented into my practice so that I am a reflective teacher while not burning myself out?

Sept 5 Exit Slip: Frank McCourt

Frank McCourt

    After watching the video about Frank McCourt’s journey to becoming a teacher, I was surprised by how much I related to his experiences and aspirations as a teacher despite our varying backgrounds. While I have not faced the challenges of immigrating to a new country and am familiar with the school system through my own education, I share McCourt’s passion for creating a classroom environment where students are encouraged to think independently. Personally, I have always found it more engaging in classrooms that foster independent exploration and problem-solving of new applications. I also strongly agree with his emphasis on meeting adolescents where they are. Often, we, as adults, overlook the societal pressures and developmental challenges that adolescents face. As a result, McCourt’s perspective reminds me to approach students with authenticity and compassion so that we may build more meaningful connections.

    McCourt’s reflections on societal attitudes toward teachers left me wondering about current public perceptions of the profession. After entering the profession, he expressed his exclusion from "exalted circles" because he was just a teacher. He also comments that ordinary, good teachers rarely receive honorary doctorates. This made me curious about how the teaching profession is ranked today in terms of public opinion or social status. Are teachers still marginalized from prestigious circles, or has their status improved over time?

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